Peter Burkholder’s recently published piece in The History Teacher (highlighted in the October issue of The Teaching Professor) is another reminder of how much we need a different way of thinking about course content.
We all pretty much agree that we try to cover too much material in our courses, programs, and majors, but the thought of leaving things out often causes personal and profession anguish. We argue with ourselves that a certain piece of content is too important to cut, and our students need to know the information to pass certifying exams and to get jobs. Then there are departmental expectations. Most courses establish knowledge bases for subsequent courses. Our colleagues are depending on us. We further complicate matters by making course and instructor reputations a function of content quantity. A decrease in the amount covered means lower standards and a dilution of the intellectual currency of the course. Bottom line: We know we’ve got a problem, but these realities and our thinking have us backed into a corner.
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